International Journal of Education Through Art: Most Cited Articles http://intellectdiscover.com/content/journals/eta?TRACK=RSS Please follow the links to view the content. Supporting young children drawing: developing a role http://intellectdiscover.com/content/journals/10.1386/etar.2.3.195_1?TRACK=RSS This article recognizes drawing as a child-appropriate symbolic activity young children use to make meaning in the world. Evidence from a three-year longitudinal study (Ring, 2003; Anning & Ring, 2004) of seven young children drawing at home, pre-school and school is taken as a starting point for considering the role of adults in supporting young children's drawing behaviours. Narrative is also drawn from an ongoing research project in which experienced teachers in English educational settings working with children aged between 3 and 5 years chart their exploration of their role as they strive to tune in to their needs in relation to drawing. The article highlights the importance of adults making time and space for drawing; ensuring the materials they provide engage both genders; recognizing a wider range of drawing activity as developmentally appropriate for meaning-making; developing and valuing their role as co-constructors working alongside children. The emergent findings show the importance of supporting drawing on both a large and small scale, outdoors as well as indoors for both girls and boys. Kathy Ring Thu Oct 20 08:07:55 UTC 2022Z Thinking critically about critical thinking: towards a post-critical, dialogic pedagogy for popular visual culture http://intellectdiscover.com/content/journals/10.1386/eta.4.3.247_1?TRACK=RSS The influence of critical theory in art education has become commonplace, but its use in addressing students' popular culture in kindergarten to Year 12 classrooms is problematic. The now numerous reports by art teachers of their successfully inculcating critical consciousness towards popular visual culture appears to have more to do with a reforming zeal or advocacy than evidence. Moreover, in echoing the modernist origins of critical theory, their attempts to facilitate critical thinking often take the form of unproblematic and authoritarian pedagogy. Lessons learned from media education in the United Kingdom are employed to recommend that art teachers reject prima facie evidence of critical thinking among their students and learn to appreciate the complexity of student negotiations with popular culture. Taking their cue from media educators, it is proposed that art educators adopt a post-critical pedagogy based on Bhaktin's notions of dialogue. Paul Duncum Thu Oct 20 08:07:37 UTC 2022Z Findings, windings and entwinings: Cartographies of collaborative walking and encounter http://intellectdiscover.com/content/journals/10.1386/eta.11.3.449_1?TRACK=RSS Abstract In the continuing ‘Not Ourselves’ practice-based project, we are attempting to unravel the harmonics of the collaborative voice in educational research, in which the singular voice of the ‘author’ also gives voice to multiple others. We approached this project as an enquiry into the process of ‘collaboration in the making’ and as an emergent practice. Each of the authors of the article has a different professional background: one an environmental educator; another an arts educator; and the third a contemporary artist. We explored walking together|apart to yield outcomes that were not tied to traditional notions of collaboration. The maps we created as we walked speak to collaborations that are rutted, insecure and ambiguous through irregular cooperations. This visual essay is structured into three sections where we collectively and individually explore concepts we refer to as ‘findings, windings and entwinings’. Alexandra Cutcher, David Rousell and Amy Cutter-Mackenzie Sun Jun 05 17:09:21 UTC 2022Z Becoming a work of art: Collaboration, materiality and posthumanism in visual arts education http://intellectdiscover.com/content/journals/10.1386/eta.14.1.91_1?TRACK=RSS Abstract Collaboration has become a core aspect of teaching, learning and research in university art departments, especially as contemporary artists have increasingly turned to collective and socially engaged studio practices. Despite this, hylomorphic approaches to arts education continue to position matter as a passive substance to be shaped by the artist(s) in service of linguistic discourse. In this article, we ask how a new materialist approach to collaboration might disrupt humanist ontologies of visual arts education in the university. We first draw on posthumanist writings to re-compose collaboration in ways that are responsive to the specificity of material entanglements as they are enacted within an ecology of studio practices. From there we work diagrammatically across a collaborative ‘data event’ of art in the making, drawing on a year-long participatory study with a cohort of third-year art students. In the final section, we develop propositions for collaboration as a transversal practice of ‘becoming a work of art’. David Rousell and Fiona Fell Sun Jun 05 19:28:01 UTC 2022Z Becoming through a/r/tography, autobiography and stories in motion http://intellectdiscover.com/content/journals/10.1386/eta.11.3.355_1?TRACK=RSS Abstract The authors present stories in motion, reminding all those interested in practicebased research of the importance of a/r/tography as becoming-intensity, becoming-event and becoming-movement. Embracing a métissage approach, this article provides an example of art educators co-labouring in order to understand their need for materializing, theorizing and practising their ideas, and, in doing so, realize that being committed to emergence offers ways for becoming artist, researcher and teacher as ways of living one’s art practice as research. Natalie LeBlanc, Sara Florence Davidson, Jee Yeon Ryu and Rita L. Irwin Sun Jun 05 17:09:09 UTC 2022Z (Mis)Information highways: A critique of online resources for multicultural art education http://intellectdiscover.com/content/journals/10.1386/eta.10.3.303_1?TRACK=RSS Abstract This article calls to attention hegemonic online resources for multicultural art education. The author suggests that art educators carefully critique multicultural art lesson plans published online, as the Internet is increasingly a primary resource teachers use to make pedagogical and curricular decisions. The author demonstrates how some multicultural art education resources offered online contribute to an ‘us–other’ dichotomy, and contradict with the current progressive critical multicultural art education scholarship being published by contemporary art education scholars. The author asserts three contentions of support that illustrate how these online curricular resources maintain ‘liberal’ multiculturalism, exoticize cultural groups, produce surface knowledge about difference and fail to question power. This article concludes with a call to action in which art educators are encouraged to explicitly acknowledge, discuss and work with students and peers to build counter-curriculum that work against these damaging online multicultural art education resources. Joni Boyd Acuff Sun Jun 05 16:31:35 UTC 2022Z Research at The Margins of Schooling: Biographical Inquiry and Third-Site Pedagogy http://intellectdiscover.com/content/journals/10.1386/eta.4.2.119_1?TRACK=RSS The value of art education rests with its power to shape the ways people live their lives in art and visual culture beyond schools and schooling. A logical place to research the effectiveness of art education is to examine peoples' lives when they are outside school and after they have left school. The paper provides theoretical insights about the relative effectiveness of informal and formal pedagogy gained from biographical studies of the beyond-schooling lives of individuals who attended an unusual British secondary modern school during the 1950s and 1960s. Individuals' lives were influenced by a museum-like space, by informal contacts with individual from the art world, and visual cultural experiences at the margins of the art classroom more than they were influenced by the structured art curriculum. Biographical inquiry also provides a useful means for studying children who create their own visual culture based on comic books and other popular media. When researchers study informal contacts between students and teachers, their inquiry is set within a third inquiry site and it is directed to a third pedagogical site which is different from the self-initiated visual culture produced by students (the first pedagogical site) and formal art instruction (the second pedagogical site). Brent Wilson Thu Oct 20 08:07:04 UTC 2022Z There's no I in YouTube: social media, networked identity and art education http://intellectdiscover.com/content/journals/10.1386/eta.5.2and3.201/1?TRACK=RSS Social media represent a paradigmatic shift in the use of digital technologies, and provide new possibilities for art educational application, implementation and interrogation. These technologies also challenge notions of authenticity, authorship and authority that have been central to the modernist core of the field. Individuals who are using social media as a medium challenge the authenticity of the art object, the authorship of the artist and the authority of the museum/gallery system. This article first provides an overview of three forms of interaction of social media: tagging, the mash-up and simulated environments. These forms then provide a context for discussion of the potential uses for social media within the field of art education, as well as pointing to the limitations of such technologies. Then there is a consideration of the pedagogical possibilities and problems inherent to three specific aspects of social media: Flickr and the hyperlinked image; YouTube and the moving image; and Second Life and the immersive image. This examination of social media may help other art educators to understand the importance of networked digital technologies in the lives of individuals and groups worldwide. More importantly, they may see pedagogical implications in the visualities such technologies produce, the identities formed in virtual environments and the epistemologies that develop from networked social media. Robert W Sweeny Sun Nov 06 16:49:32 UTC 2022Z What creative industries? Instrumentalism, autonomy and the education of artists http://intellectdiscover.com/content/journals/10.1386/eta.9.3.343_1?TRACK=RSS Abstract As the narrative of the Creative Industries becomes commonplace, arts institutions are increasingly expected to interface arts practice with business and enterprise. This article opens with a critique of the CBI’s document ‘First Steps’ (2012), arguing how this minimizes the arts’ role in schools. It then provides an analysis of two pedagogies: productivism and autonomism. Following the implications that emerge from the tension between productivism and autonomism in arts pedagogy, and reading these implications from within the contexts of the divergent and increasingly hybrid forms of contemporary art practices, this article then moves on to state that to argue for the legitimation of the arts by gathering what they do under the designation of the Creative Industries would amount to reifying art into an object of mere use, thus distorting both its productive and autonomist possibilities. John Baldacchino Sun Jun 05 15:42:27 UTC 2022Z Investigating interrelations in visual arts education: Aesthetic enquiry, possibility thinking and creativity http://intellectdiscover.com/content/journals/10.1386/eta.9.1.71_1?TRACK=RSS Visual arts education can be an important and powerful field of learning for children. This article explores interrelations between the study of artworks and the development of creativity in children’s thinking and art-making. Starting from the premise that engagement with artworks does not automatically release children’s imaginative capacities, the article discusses how an aesthetic mode of enquiry can support children’s artviewing and enable the development of possibility thinking; the ability to make connections, to think differently and envisage new possibilities. Aesthetic enquiry can enable children to actively engage in taking their ideas further, exploring options and employing critical reflection. Providing children with opportunities to materialize their ideas after viewing an artwork, set the prerequisitions for innovative solutions and the development of creativity. These interrelations between artviewing and art-making are argued theoretically and explored empirically through a small scale exploratory study with 7–8 year olds. Victoria Pavlou Thu Oct 20 08:15:24 UTC 2022Z